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El catolicismo en el discurso educativo argentino: del Congreso Pedagógico Nacional a la Ley Federal de Educación (1984-1993)
| Content Provider | Semantic Scholar |
|---|---|
| Author | Torres, German Santos Maria |
| Copyright Year | 2014 |
| Abstract | espanolEn este trabajo se analiza el discurso de la Iglesia catolica argentina sobre la educacion publica, especificamente, su conformacion interdiscursiva en relacion a otros discursos en disputa. Se articula conceptualmente la nocion de discurso como practica social y faceta discursiva de la construccion de hegemonia (Fairclough, 1992, 1995), con la primacia del interdiscurso (Maingueneau, 2008), la formulacion de memorias discursivas (Courtine, 1981; Foucault, 2004, 2005) y la utilizacion de recursos heteroglosicos de contraccion y expansion dialogica (Bajtin, 2011; Martin y White, 2005). Se analiza un corpus de documentos vinculados con la definicion de lo educativo, con eje en las discusiones del Congreso Pedagogico Nacional celebrado entre 1986 y 1988. Se identifican, por un lado, las estrategias de contraccion dialogica y los topicos recurrentes del discurso educativo catolico en esa coyuntura de debate, y por el otro lado, el retorno de tales topicos como parte de un dominio de memoria en la definicion de la Ley Federal de Educacion de 1993 y sus ecos en la actual legislacion educativa nacional, poniendo de relieve las disputas, tensiones y cesiones del discurso estatal frente a las demandas de la Iglesia catolica. EnglishIn this paper we analyze discourse of the Argentinean Catholic Church on public education, specifically, its interdiscursive conformation in relation to other discourses in dispute. We articulate the notion of discourse as social practice and discursive facet of the construction of hegemony (Fairclough, 1992, 1995), with the primacy of interdiscourse (Maingueneau, 2008), the discursive formulation of memories (Courtine, 1981; Foucault, 2004, 2005), and the use of heteroglossic resources of dialogic contraction and expansion (Bajtin, 2011; Martin & White, 2005). A corpus of documents related to the definition of the educational field, focused on discussions of the National Pedagogical Congress held between 1986 and 1988 is analyzed. We identify, on the one hand, dialogical contraction strategies and recurrent topics of Catholic educational discourse in this discussion juncture, and, on the other hand, the return of such topics as part of a domain of memory in the definition of Federal Education Law of 1993 and its echoes in the current national educational legislation, highlighting the disputes, tensions and disposals of State discourse to the demands of the Catholic Church. |
| Starting Page | 350 |
| Ending Page | 375 |
| Page Count | 26 |
| File Format | PDF HTM / HTML |
| Volume Number | 8 |
| Alternate Webpage(s) | http://www.dissoc.org/ediciones/v08n02/DS8(2)Torres.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
